ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui efektifitas Metode Fernald terhadap peningkatan kemampuan menulis kata siswa tunaganda kelas VII di SLB/A-YKAB Surakarta Tahun Pelajaran 2014/ 2015.
Penelitian ini menggunakan desain penelitian subjek tunggal (Single Subject Research) A-B-A, di mana subjek dikenakan perlakuan dalam jangka waktu tertentu dan pengaruh perlakuan diukur dari perbedaan antara fase baseline 1 (A1), fase intervensi (B), dan fase baseline 2 (A2). Fase baseline 1 dilakukan selama 3 sesi, fase intervensi selama 5 sesi, dan fase baseline 2 selama 3 sesi.
Subjek dalam penelitian adalah seorang siswa tunaganda dengan kombinasi low vision dan slow learner kelas VII di SLB/A-YKAB. Teknik pengumpulan data dilakukan melalui teknik dokumentasi dan tes menulis kata berdasarkan rangsangan suara (dikte).
Analisis data penelitian ini menggunakan analisis visual grafik. Hasil analisis visual dalam kondisi, antar kondisi, dan antar kondisi yang sama menunjukkan kecenderungan arah dan perubahan level meningkat secara positif, kecenderungan stabilitas tinggi, persentase overlap yang relatif kecil 0% pada baseline 1 dengan  intervensi dan 33,33% pada intervensi dengan baseline 2. Ini berarti subjek mendapatkan hasil yang baik dari intervensi yang diberikan.
Berdasarkan hasil tersebut dapat disimpulkan bahwa Metode Fernald efektif untuk meningkatkan kemampuan menulis kata siswa tunaganda kelas VII di SLB/A-YKAB Surakarta Tahun Pelajaran 2014/ 2015.
Kata kunci: Metode Fernald, Kemampuan Menulis Kata, Tunaganda (Low Vision &Slow Learner).
ABSTRACT
The objective of research was to find out the effectiveness of Fernald Method to improve the word-writing ability in the seventh multiple-disabled graders in SLB/A-YKAB Surakarta in the school year of 2014/2015.
This research employed a Single Subject Research (A-B-A) in which the subject was treated in certain period of time and the effect of treatment was measured using the difference of baseline 1 (A1), intervention (B), and baseline 2 (A2). The baseline 1 was conducted in 3 sessions, intervention in 5 sessions, and baseline 2 in 3 sessions.
The subject of research was a multiple-disabled grader with low vision and slow learner combination in the seventh grade of SLB/A-YKAB. Technique of collecting data used was documentation and word-writing test based on sound stimulation (dictation).
The data analysis in this research was conducted using graphic visual analysis. The results of data analysis within condition, between conditions, and between same conditions showed that the trend and level change was increasing positively, level stability was high, and relatively small percentage overlap 0% in baseline 1 with intervention and 33.33% in intervention with baseline 2. It meaning that the subject got good result from the intervention given.
Considering the result of research, it could be concluded that Fernald Method was effective to improve the word-writing ability in the seventh multiple-disabled graders in SLB/A-YKAB Surakarta in the school year of 2014/2015.
Keywords:     Fernald Method, Word-Writing Ability, Multiple-disabled (Low Vision and Slow Learner).